任务型教学法在初中英语阅读中的应用研究以果珠中学为例Word文档格式.docx
- 文档编号:3644347
- 上传时间:2023-05-02
- 格式:DOCX
- 页数:29
- 大小:34.28KB
任务型教学法在初中英语阅读中的应用研究以果珠中学为例Word文档格式.docx
《任务型教学法在初中英语阅读中的应用研究以果珠中学为例Word文档格式.docx》由会员分享,可在线阅读,更多相关《任务型教学法在初中英语阅读中的应用研究以果珠中学为例Word文档格式.docx(29页珍藏版)》请在冰点文库上搜索。
ReadingplaysanimportantroleinmiddleschoolEnglishteaching.Readingabilityaffectsthedevelopmentofotherabilities.Besides,thescoreofreadingcomprehensioninrecentyearsisanimportantpart.Asaresult,thecultivationofreadingabilityhasbecomeavitalissue.TheNewStandardsforFull-timeCompulsoryEducationCurriculums(2012)issuedbyMinistryofEducationstatedteachersshoulduseTask-basedlanguageteaching(TBLT)methodtocultivatestudents’comprehensiveapplicationabilities.TheauthortakesClass163andClass164ofGuozhuJuniorHighSchoolastheresearchobjects.Thisstudymainlyexplorethreequestions:
1.TBLTcancultivatestudents’interestsinEnglishreading.2.TBLTcanimprovestudents’Englishreadingskillsandgrades.3.TBLTissuperiortootherteachingmethodsintheteachingofEnglishreading.ThemainaimofthisstudyistoproveTBLTiseffectiveinjuniorhighschoolEnglishreading.TBLTcancultivatestudents’interestsinEnglishreadingandimprovethestudents’readingachievement.Besides,thesecondaryaimofthisstudyistoproveTBLTissuperiortootherteachingmethodsintheteachingofEnglishreading.AlldataanalysisrevealTBLTiseffectiveinEnglishreadinginjuniorhighschool.
Keywords:
juniorhighschool;
Englishreading;
Task-basedLanguageTeaching(TBLT)
任务型教学法在初中英语阅读中的应用研究
---以果珠中学为例
摘要
阅读在初中英语教学中扮演着重要角色,阅读能力影响到了其他能力的发展。
除此以外,阅读理解的分值在近几年一直占据很大比例。
结果,阅读能力的培养显得至关重要。
教育部颁布的《全日制义务教育课程新标准(2012)》规定,教师应采用任务型教学法(TBLT)培养学生的综合应用能力。
作者以果珠中学163班和164班为研究对象。
此研究主要探讨三个问题:
1、任务型教学法能培养学生的英语阅读兴趣。
2、任务型教学能提高学生的英语阅读能力与成绩。
3、在英语阅读教学中,任务型教学优越于其他教学法。
本研究的主要目的是证明任务型教学在初中英语阅读教学中是有效的,它能培养学生的英语阅读兴趣,提高学生的阅读成绩。
除此之外,在英语阅读教学中,任务型教学法优越于其他教学法。
所有的数据分析都能表明任务型教学法在初中英语阅读中是有效的。
关键词:
初级中学;
英语阅读;
任务型教学法
CONTENTS
1.Introduction
1.1TheResearchBackgroundofThisStudy
Aseveryoneknows,readingabilityismainmeansoflearningEnglishwell,anditisalsothebasisandprerequisiteforthedevelopmentofotherlanguageskills.Besides,thescoreofreadingcomprehensioninrecentyearsisanimportantpart.Asaresult,thecultivationofreadingabilityhasbecomeavitalissue.Withtheoverallpromotingqualityeducationandthedevelopmentofsociety,ourcountryadvocatesqualityeducation.EnglishNewCurriculumStandarddefinitelypointsoutteachersshouldfocusoncultivatingstudents’readingabilitiesinEnglishteachinginjuniormiddleschool.TheimprovementofreadingabilitycanlaythefoundationfororalEnglishcommunicationabilityandEnglishwritingability.However,studentsarelackinginterestinstudies.Studentsfeelgreatpressurebecausethenumberofwordsinreadingtexthasincreased.StudentsslowlyhavenostomachforlearningEnglish.TheinsufficientvocabularyisoneofthemainreasonsforChinesestudentstoreadinefficiently.Studentslackreadingskillsandtheirreadingmethodsareincorrect,whichhinderstheimprovementofreadingspeed.Inordertosolvetheproblemsabove,theNewStandardsforFull-timeCompulsoryEducationCurriculums(2012)issuedbyMinistryofEducationstatedthatteachersshoulduseTask-basedlanguageteaching(TBLT)methodtocultivatestudents’comprehensiveapplicationabilities.TBLTisanefficientforeignlanguageteachingmethodworthyofpopularizing,anditemphasizes“learningbydoing”.BecauseTBLTabsorbedthestrengthsofallkindsofteachingapproachinthepast,ithasdrawnwideattentionintheworldlanguageeducationalcircles.Thenewmaterialisdifficulttobecompletelyadapted,becausesometeachersknowlittleaboutTBLT.Teachersfocusontheinterpretationofthereadingteaching,knowledgeandmechanicalpractice.So,teacherspaynoattentiontoinstructstudentstolearnreadingapproachandcultivatestudents’practicalabilityinthedailyEnglishteaching.Conversely,someteachersonlypaymoreattentiontotheguidanceofreadingmethods,blindlycarryoutreadingskillstraining,andignoretheaccumulationoflanguageknowledge.Therefore,students’readingabilityhasnotbeeneffectivelyimproved(HaiFeifei,2013).So,theauthorusesTBLTapproachinjuniormiddleschoolEnglishteachingtoimprovestudents’readingskills.
1.2TheResearchAimofThisStudy
ThisstudychieflyexplorestheapplicationofTask-basedLanguageTeachingmethodinEnglishreadinginjuniorhighschool.ThemainaimofthestudyistoprovethatTBLTiseffectiveinjuniorhighschoolEnglishreading.TBLTcancultivatestudents’interestsinreadingcomprehensionandimprovethestudents’readingachievement.ThesecondaryaimofthisstudyistoprovethatTBLTissuperiortootherteachingmethodsintheEnglishreadingteaching.
1.3TheResearchSignificanceofThisStudy
Asweallknow,theproportionofreadingcomprehensionscoresaccountsforasignificantproportioninthetotalscoreofEnglishtestpapers.Thehigherthereadingcomprehensionscore,thehigherthetotalscoreofEnglish.Therefore,theteachingofEnglishreadingisparticularlyimportant.Accordingtothisreason,theauthorproposestwoaspectsofsignificance.Forstudents,thepapercanstimulatestudents’enthusiasminlearningEnglish.Itcanhelpstudentsbetterdoreadingcomprehension,whichcanlaythefoundationfortheirEnglishlearninginthefuture.Forteachers,itcanprovidethemreferencefortheirresearchandtheirteaching.
1.4TheOrganizationofThisStudy
Therearefivesectionsinthispaper.Thefirstsectionofthepaperisintroductionofthepaper,whichincludestheresearchbackgroundof,theaim,theresearchsignificanceandtheorganizationofthisstudy.Thesecondarysectionisliteraturereview,whichincludesthedefinitionofTBLTandliteraturesathomeandabroad.Thenextsectionisresearchsubjectsandmethodology.Thesectionconsistsofresearchquestions,researchsubjectsandsoon.Thepenultimatepartisdataanalysisanddiscussion.Thesectionmainlydiscussesthedataanalysis.Thefinalsectionisconclusion,whichmainlyexplorestheimplications,deficienciesandsuggestionsforotherteachersandstudents.
2.LiteratureReview
2.1TheDefinitionofTask-basedLanguageTeaching
TBLTisadevelopingformofCommunicativeLanguageTeaching.TBLTreferstoanapproachbasedontheusetasksasthecoreunitofinstructioninlanguage.Itemphasizes“learningbydoing”.Task-basedteachingsuggeststhattasksshouldbetakenasacentralpartofthelanguageclassroom,astheyprovideabettercontextforactivatinglearners'
acquisitionprocessandpromotingsecondlanguagelearning.Therefore,TBLTisbasedonthelanguagelearningtheory,notonthetheoryoflanguagestructure.Inthecourseoftheteaching,teachersshouldsetspecificandoperabletasksaroundspecificcommunicativeprojectsandlanguageprojects.Inordertoaccomplishthepurposeoflearningandmasteringlanguage,studentsperformthetasksthroughallkindsofformsoflanguageactivities,suchasexpression,communication,negotiation,interpretation,inquiry.
2.2InternationalReview
Norrisdefinestasksaswhatlearnersareabletodowiththelanguage(2009).MaoholdsthatTask-basedLanguageTeachingisanewapproachineducationalpractice.Themainemphasisistheperformanceoftasksinatask-basedclassroom.Thetaskisawaytolearnthelanguagebydoingtasks,insteadofbeingaunitofgrammartobedigestedoracollectionoflexicalitemstoberemembered.Itdemandsexposuretocomprehensiveinputandopportunitiestointeractinthelanguage.Withthehelpoftheteacher,learnersshouldcooperatetocompletethetask.Teacherplaystheroleoffacilitatorintheclass(2012).EllisclaimsthatthepurposeofTBLTistofacilitatelanguagelearningbyengaginglearnersininteractionallyauthenticlanguageuse.Itassumesthatthebestwaytolearnalanguageistouseitasthevehicleofcommunicationinsteadofbeingtreatedasanobjecttobestudied(2013).Arecentstudytoexploretheapplicationofdifferenttasksintheteachingofreading(Ratmanida,Rozimela&
Sukma,2020)concludesthatintask-basedlanguageteachingtaskisaclassroomactivitythatemphasizestheuseofthetargetlanguageandpaysattentiontomeaning.Intheteachingofreading,theroleoftasksisveryimportant.Ithelpstoprovidestudentswithareadingenvironmentasareadingactivityintherealworld.However,theconceptoftaskiscomplex,andithassometypesandstandards.Differenttaskshavedifferenteffectsonreadingteaching.Inanearlierarticle,itisconcluded(Demirel,2017)thattask-basedlanguageteachingmethodisverysuccessful.Teachersactivatelearners'
backgroundknowledgebylettinglearnerscompletetasks.Inthepre-readingstage,thetask-basedlanguageteachingmethodismoreeffective,morereal,moremeaningfulandmorepurposeful.Itismorerefinedandcomplete.Task-basedapproach,comparedwithotherteachingmethodsinreadingcomprehensionisaveryclearandsimpleuseofdifferentactivities,suchasphotos,questionlists,tables,numbers.AresearchtodiscusstheexperimentontheeffectofTBLTandCBLTonlearners’readingcomprehension(Shabani&
Procedia,2014)showsthatTBLTismoreeffective,comparedwithCBLT.
2.3DomesticReview
In2001,theMinistryofEducationofChinaclearlyproposestoapplytheTBLTtoEnglisheducationinChina.Therefore,TBLThasbecomeoneoftheimportantmethodsinthefieldofEnglisheducation,andmanyworksonTBLThaveemerged.Aresearchpointsouttask-basedreadingmethodreferstosettingspecificgoalsinEnglishreadingt
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 任务 教学法 初中英语 阅读 中的 应用 研究 中学